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dc.contributor.advisorCalderhead, William
dc.creatorKulaga, Jordan
dc.date.accessioned2018-05-31T13:34:33Z
dc.date.available2018-05-31T13:34:33Z
dc.date.created2017-05
dc.date.issued2017-04-18
dc.date.submittedMay 2017
dc.identifier.urihttp://hdl.handle.net/20.500.11875/2363
dc.description.abstractIn 2014, the Centers for Disease Control and Prevention reported that 1 in 68 children are diagnosed with autism spectrum disorder, many of whom will be enrolled in ABA therapy at some point in their lives. The Behavior Analyst Certification Board developed the Registered Behavior Technician credential in 2014 to establish training standards for the paraprofessionals who implement ABA treatment plans. Previous research has shown that goal-setting and performance feedback are often successful at effecting behavior change at the organizational level, but little research has been done on the effects of goal-setting and feedback for work-related tasks at the individual level. The present study used self-set goals and graphic feedback to increase efficiency of discrete-trial training provided by RBTs. Results indicated that the participants’ delivery of discrete trials per hour did increase upon intervention, though only two of the four met the final mastery criterion.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectBehavior technicians
dc.subjectDiscrete-trial teaching
dc.subjectGoal-setting
dc.subjectFeedback
dc.subjectSam Houston State University
dc.subjectGraduate school
dc.subjectTexas
dc.titleEvaluating self-set goals and performance feedback to increase trials completed by Registered Behavior Technicians
dc.typeThesis
dc.date.updated2018-05-31T13:34:33Z
thesis.degree.departmentLanguage, Literacy and Special Populations
thesis.degree.grantorSam Houston State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
dc.contributor.committeeMemberVargo, Kristina
dc.contributor.committeeMemberSwicegood, Philip
dc.type.materialtext


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